Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America

The purpose of this study was to examine the role of teachers in promoting the inclusion of LGTBIQ+ students in the educational policies of selected Latin American countries. A qualitative documentary design was carried out, using operational techniques for the management of docu-mentary sources. Th...

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Autor: Mejia-Elvir, Percy Emanuel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:Brasil
Institución:Fundação Carlos Chagas (FCC)
Repositorio:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Idioma:español
OAI Identifier:oai:ojs.publicacoes.fcc.org.br:article/11266
Acceso en línea:https://publicacoes.fcc.org.br/cp/article/view/11266
Access Level:acceso abierto
Palabra clave:América Latina
Colectivo LGTBIQ+
Políticas Públicas
Docentes
Coletivo LGBTQIA+
Latin America
LGTBIQ+ Collective
Public Policies
Teachers
Amérique Latine
Collectif LGTBIQ+
Politique Gouvernementale
Professeur
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dc.title.none.fl_str_mv Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
Políticas educativas y rol docente para la inclusión LGTBIQ+ en América Latina
Les politiques educatives et le rôle des enseignants dans l’inclusion des étudiants LGTBIQ+ en Amérique Latine
Políticas educacionais e funções do ensino para a inclusão LGBTQIA+ na América Latina
title Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
spellingShingle Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
Mejia-Elvir, Percy Emanuel
América Latina
Colectivo LGTBIQ+
Políticas Públicas
Docentes
América Latina
Coletivo LGBTQIA+
Políticas Públicas
Docentes
Latin America
LGTBIQ+ Collective
Public Policies
Teachers
Amérique Latine
Collectif LGTBIQ+
Politique Gouvernementale
Professeur
title_short Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
title_full Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
title_fullStr Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
title_full_unstemmed Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
title_sort Educational policies and teaching roles for LGTBIQ+ inclusion in Latin America
dc.creator.none.fl_str_mv Mejia-Elvir, Percy Emanuel
author Mejia-Elvir, Percy Emanuel
author_facet Mejia-Elvir, Percy Emanuel
author_role author
dc.subject.por.fl_str_mv América Latina
Colectivo LGTBIQ+
Políticas Públicas
Docentes
América Latina
Coletivo LGBTQIA+
Políticas Públicas
Docentes
Latin America
LGTBIQ+ Collective
Public Policies
Teachers
Amérique Latine
Collectif LGTBIQ+
Politique Gouvernementale
Professeur
topic América Latina
Colectivo LGTBIQ+
Políticas Públicas
Docentes
América Latina
Coletivo LGBTQIA+
Políticas Públicas
Docentes
Latin America
LGTBIQ+ Collective
Public Policies
Teachers
Amérique Latine
Collectif LGTBIQ+
Politique Gouvernementale
Professeur
description The purpose of this study was to examine the role of teachers in promoting the inclusion of LGTBIQ+ students in the educational policies of selected Latin American countries. A qualitative documentary design was carried out, using operational techniques for the management of docu-mentary sources. The results indicate that the anti-discrimination intent alongside efforts to promote accessibility and foster respectful environments has only been incorporated in recente initiatives adopted by some countries in the region. Regarding the role of teachers, approaches include aspects of training and awareness programs, which do not fully align with the existing context and fail to guarantee inclusive education. The study concludes that public policy does not converge with the role of teachers. Laws are established that, in some cases, are general and, in others, specific for the inclusion of this group, but with a sense of ambivalence.
publishDate 2024
dc.date.none.fl_str_mv 2024-12-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/11266
10.1590/1980531411266
url https://publicacoes.fcc.org.br/cp/article/view/11266
identifier_str_mv 10.1590/1980531411266
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/11266/5147
dc.rights.driver.fl_str_mv Copyright (c) 2024 Cadernos de Pesquisa
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Cadernos de Pesquisa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 54 (2024); e11266
Cadernos de Pesquisa; Vol. 54 (2024); e11266
Cadernos de Pesquisa; Vol. 54 (2024); e11266
Cadernos de Pesquisa; v. 54 (2024); e11266
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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spelling Educational policies and teaching roles for LGTBIQ+ inclusion in Latin AmericaPolíticas educativas y rol docente para la inclusión LGTBIQ+ en América LatinaLes politiques educatives et le rôle des enseignants dans l’inclusion des étudiants LGTBIQ+ en Amérique LatinePolíticas educacionais e funções do ensino para a inclusão LGBTQIA+ na América LatinaAmérica LatinaColectivo LGTBIQ+Políticas PúblicasDocentesAmérica LatinaColetivo LGBTQIA+Políticas PúblicasDocentesLatin AmericaLGTBIQ+ CollectivePublic PoliciesTeachersAmérique LatineCollectif LGTBIQ+Politique GouvernementaleProfesseurThe purpose of this study was to examine the role of teachers in promoting the inclusion of LGTBIQ+ students in the educational policies of selected Latin American countries. A qualitative documentary design was carried out, using operational techniques for the management of docu-mentary sources. The results indicate that the anti-discrimination intent alongside efforts to promote accessibility and foster respectful environments has only been incorporated in recente initiatives adopted by some countries in the region. Regarding the role of teachers, approaches include aspects of training and awareness programs, which do not fully align with the existing context and fail to guarantee inclusive education. The study concludes that public policy does not converge with the role of teachers. Laws are established that, in some cases, are general and, in others, specific for the inclusion of this group, but with a sense of ambivalence.El propósito de este estudio fue examinar el rol docente en la promoción de la inclusión del estudiantado LGBTIQ+ en las políticas educativas de algunos países de América Latina. Se realizó un diseño documental cualitativo, aplicando técnicas operacionales para el manejo de fuentes documentales. Los resultados indican que el sentido antidiscriminatorio y de promoción, accesibilidad y creación de ambientes respetuosos solo se encuentra en los marcos más recientes adoptados por algunos países de la región. Sobre el rol del profesorado, se incluyen vertientes de capacitación y sensibilización, lo cual no se ajusta completamente a la situación y no garantiza uma enseñanza inclusiva. Se concluye que la política pública no converge con el papel del profesorado. Se establecen leyes que, en algunos casos, son generales y, en otros, específicas para la inclusión de este colectivo, pero con un sentido de ambivalencia.L’objectif de cette étude est d’examiner le rôle des enseignants pour promouvoir l’inclusion des étudiants LGTBIQ+ dans les politiques éducatives de certains pays d’Amérique Latine. À travers une analyse documentaire de type qualitatif, des techniques opérationnelles pour la gestion des sources documentaires ont été appliquées. Les résultats indiquent que les dispositifs antidiscriminatoire, de promotion, d’accessibilité et de création d’environnements respectueux ne sont présents que dans les conjonctures les plus récents adoptés par certains pays de la région. En ce qui concerne le rôle des enseignants, même quand un travail de formation et de sensibilisation existe, ce dernier, n’étant pas toujours ajusté à la situation, ne garantit pas pour autant un enseignement inclusif. La conclusion est que les politiques publiques ne correspondent pas au rôle attribué aux enseignants. Les lois établies sont ou trop générales ou, quand elles sont spécifiques à l’inclusion de ce collectif, sont empreintes d’ambivalence.O objetivo deste estudo foi examinar o papel do ensino na promoção da inclusão do corpo discente LGBTQIA+ nas políticas educativas de alguns países da América Latina. Realizou-se um desenho documental qualitativo, aplicando técnicas operacionais para o manejo das fontes documentais. Os resultados indicam que o sentido antidiscriminatório e de promoção, acessibilidade e criação de ambientes respeitosos se encontra somente em conjunturas mais recentes adotadas por alguns países da região. Quanto ao papel do corpo docente, incluem-se vertentes de capacitação e sensibilização, o que não se ajusta completamente à situação e não garante um ensino inclusivo. Conclui-se que a política pública não converge com o papel do corpo docente. Estabelecem-se leis que, em alguns casos, são gerais e, em outros, específicas para a inclusão desse coletivo, mas com um sentido ambivalente.Fundação Carlos Chagas2024-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/1126610.1590/1980531411266Cadernos de Pesquisa; Vol. 54 (2024); e11266Cadernos de Pesquisa; Vol. 54 (2024); e11266Cadernos de Pesquisa; Vol. 54 (2024); e11266Cadernos de Pesquisa; v. 54 (2024); e112661980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/11266/5147Copyright (c) 2024 Cadernos de Pesquisahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMejia-Elvir, Percy Emanuel2025-01-31T18:23:44Zoai:ojs.publicacoes.fcc.org.br:article/11266Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2025-01-31T18:23:44Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
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